Home > Research > Publications & Outputs > The power of spatial and temporal orderings in ...

Links

Text available via DOI:

View graph of relations

The power of spatial and temporal orderings in organizational learning

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

Standard

The power of spatial and temporal orderings in organizational learning. / Fahy, Kathryn; Easterby-Smith, Mark; Lervik, Jon.
In: Management Learning, Vol. 45, No. 2, 04.2014, p. 123-144.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

APA

Vancouver

Fahy K, Easterby-Smith M, Lervik J. The power of spatial and temporal orderings in organizational learning. Management Learning. 2014 Apr;45(2):123-144. Epub 2013 Feb 21. doi: 10.1177/1350507612471925

Author

Fahy, Kathryn ; Easterby-Smith, Mark ; Lervik, Jon. / The power of spatial and temporal orderings in organizational learning. In: Management Learning. 2014 ; Vol. 45, No. 2. pp. 123-144.

Bibtex

@article{8f2729bc4c5f4964aaa4432e71167eab,
title = "The power of spatial and temporal orderings in organizational learning",
abstract = "This article attends to the call for research on the often neglected spatial and temporal dynamics of organizational life. In particular, we examine the ways in which aspects of space and time facilitate or hinder learning and knowledge sharing in organizations. We draw on conceptual tools derived from work influenced largely by Henri Lefebvre to illustrate how a spatial-temporal lens throws new light on the problem of learning and knowledge sharing across organizational communities. We examine these dynamics in a qualitative study with four high-technology engineering companies in the energy conversion and automation and aerospace sectors. Building on a situated learning perspective, we argue that a spatial and temporal perspective contributes to our understanding of processes of identity construction and the power relations that influence access to forms of participation and learning across organizational communities.",
keywords = "Organizational learning, organizational knowledge , situated learning , space, time, power effects",
author = "Kathryn Fahy and Mark Easterby-Smith and Jon Lervik",
year = "2014",
month = apr,
doi = "10.1177/1350507612471925",
language = "English",
volume = "45",
pages = "123--144",
journal = "Management Learning",
issn = "1350-5076",
publisher = "SAGE Publications Ltd",
number = "2",

}

RIS

TY - JOUR

T1 - The power of spatial and temporal orderings in organizational learning

AU - Fahy, Kathryn

AU - Easterby-Smith, Mark

AU - Lervik, Jon

PY - 2014/4

Y1 - 2014/4

N2 - This article attends to the call for research on the often neglected spatial and temporal dynamics of organizational life. In particular, we examine the ways in which aspects of space and time facilitate or hinder learning and knowledge sharing in organizations. We draw on conceptual tools derived from work influenced largely by Henri Lefebvre to illustrate how a spatial-temporal lens throws new light on the problem of learning and knowledge sharing across organizational communities. We examine these dynamics in a qualitative study with four high-technology engineering companies in the energy conversion and automation and aerospace sectors. Building on a situated learning perspective, we argue that a spatial and temporal perspective contributes to our understanding of processes of identity construction and the power relations that influence access to forms of participation and learning across organizational communities.

AB - This article attends to the call for research on the often neglected spatial and temporal dynamics of organizational life. In particular, we examine the ways in which aspects of space and time facilitate or hinder learning and knowledge sharing in organizations. We draw on conceptual tools derived from work influenced largely by Henri Lefebvre to illustrate how a spatial-temporal lens throws new light on the problem of learning and knowledge sharing across organizational communities. We examine these dynamics in a qualitative study with four high-technology engineering companies in the energy conversion and automation and aerospace sectors. Building on a situated learning perspective, we argue that a spatial and temporal perspective contributes to our understanding of processes of identity construction and the power relations that influence access to forms of participation and learning across organizational communities.

KW - Organizational learning

KW - organizational knowledge

KW - situated learning

KW - space

KW - time

KW - power effects

U2 - 10.1177/1350507612471925

DO - 10.1177/1350507612471925

M3 - Journal article

VL - 45

SP - 123

EP - 144

JO - Management Learning

JF - Management Learning

SN - 1350-5076

IS - 2

ER -